Family supervision and digital competence in primary education students

Abstract This study examines the extent to which family supervision influences the digital competence of primary school children in the use of information and communication technologies (ICT). The research interest stems from the limited investigations carried out to date at this level of education into students’ digital competence with regard to their immediate future. Digital competence across the five DigComp areas (Information, Communication, Content Creation, Safety, and Problem Solving) was assessed and its association with family supervision examined in a sample of 379 pupils from 11 Andalusian schools. The methodology employed was quantitative, using a survey. To achieve the study’s objectives, descriptive and inferential analyses (ANOVA) were conducted. A satisfactory level of digital competence was observed; moreover, significant differences were identified based on analysis of the family supervision variable. The results emphasize the need to address the opportunities and limitations of the technological resources provided by a networked society, both in family and institutional scenarios. In a broader context, the findings can help us understand the impact of family supervision on the development of digital competence in primary education students.